I believe in a strategic and integrated approach to both reading and writing instruction. My focus is on conditional knowledge: teaching the reader not the reading. I believe instruction needs to be authentic, relevant and integrated into the context of students’ own reading and writing. I believe in immersing my classroom in complex and meaningful language, being diligent that students are buoyed up—and not drowned—by a constant flood of reading and writing. I believe in finding the sweet spot of instruction: avoiding both under and over-teaching. I believe in reading for pleasure. I believe in formative assessments that shift the focus from grade grubbing to authentic learning. I believe in a democratic classroom; that classroom management begins with effective, varied and interesting instruction and ends with small corrections through the principles of love and logic.